• Title/Summary/Keyword: mathematics education of China

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An Exploration of International Trends about the Core Competencies in Mathematics Curriculum (수학과 교육과정에 반영된 핵심역량의 국제적 동향 탐색)

  • Kim, Sun Hee;Park, Kyungmee;Lee, Hwan Chul
    • The Mathematical Education
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    • v.54 no.1
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    • pp.65-81
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    • 2015
  • The purpose of this study is to investigate the international trends of how the core competencies are reflected in mathematics curriculum, and to find the implications for the revision of Korean mathematics curriculum. For this purpose, the curriculum of the 9 countries including the U.S., Canada(Ontario), England, Australia, Poland, Singapore, China, Taiwan, and Hong Kong were thoroughly reviewed. It was found that a variety of core competencies were reflected in mathematics curricula in the 9 countries such as problem solving, reasoning, communication, mathematical knowledge and skills, selection and use of tools, critical thinking, connection, modelling, application of strategies, mathematical thinking, representation, creativity, utilization of information, and reflection etc. Especially the four most common core competencies (problem solving, reasoning, communication, and creativity) were further analyzed to identify their sub components. Consequently, it was recommended that new mathematics curriculum should consider reflecting various core competencies beyond problem solving, reasoning, and communication, and these core competencies are supposed to combine with mathematics contents to increase their feasibility. Finally considering the fact that software education is getting greater attention in the new curriculum, it is necessary to incorporate computational thinking into mathematics curriculum.

A Hypermedia Video-Case: A New Tool for Teachers' Professional Development

  • Bao, Jiansheng
    • Research in Mathematical Education
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    • v.11 no.3
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    • pp.177-184
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    • 2007
  • The purpose of this paper is to introduce the development of a new Lesson Video-Case Lab (LVCL) program in Suzhou, China. This program involves the creation of several series of hypermedia video-cases on teaching and learning designed to facilitate mathematics teachers' professional development. Each of these video-cases consists of lesson clips, case questions, interviews with experts, comments by peers, responses by students and other related resources. The study has implications pertaining to the use of technology in teacher development, the production of hypermedia video-cases, as well as research on case-based pedagogy and pedagogy in general.

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A Case Study of Developing Students' Ability to Design Algorithm in LOGO Environment

  • Peng, Aihui
    • Research in Mathematical Education
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    • v.11 no.1
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    • pp.65-74
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    • 2007
  • The algorithmic idea has been a kind of necessary mathematics quality for modern people in this information society. In China the algorithm was represented fully as one of the new mathematics contents in the secondary level for the first time when The Standards of Mathematics Curriculum for the Senior High School was promulgated in 2003, so the research about the teaching algorithm undoubtedly has its practical implications for mathematics education. In this paper, with the conceptual framework of The Mathematics Task Framework as the research tool, an algorithmic teaching case based on LOGO software was introduced in detail, and data by ways of observations, interviews and worksheets were collected, then the case was analyzed. The results showed that the teaching of algorithm is feasible and effective in the LOGO environment. Some beneficial implications about the instructional design of algorithm were also discussed.

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Analysis of High School Mathematics Curricula of Japan, Taiwan, Hongkong, Finland, and China (고등학교 수학과 교육과정 개선을 위한 외국 교육과정의 탐색 - 일본, 대만, 홍콩, 핀란드, 중국을 중심으로 -)

  • Kim, Sun Hee
    • Journal of Educational Research in Mathematics
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    • v.24 no.4
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    • pp.481-498
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    • 2014
  • This study analyzed Japan, Taiwan, Hongkong, Finland, and China National Mathematics Curriculums to find the implications to improve Korean High school Mathematics curriculum. First, at the aspect of mathematics education goals, we can consider to select the logical thinking, the use of mathematics, and the mathematical inquiry in the cognitive domain and self-confidence, brevity, a sense of accomplishment, and the value of mathematics in the affective domain. Second, when high students consider their course, he/she should be able to select mathematics subjects according to her/his desired career and/or major. Third, I found that sine rule, cosine rule and correlation were included as compulsory contents of Japan, Taiwan and China but not Korea. Finally I suggest that we need to show and explain kindly the range of the contents and to develop the Korean mathematics curriculum model.

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Solutions of Equations in Chosun Mathematics (조선산학(朝鮮算學)의 방정식 해법(解法))

  • Kim, Chang-Il;Yun, Hye-Soon
    • Journal for History of Mathematics
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    • v.22 no.4
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    • pp.29-40
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    • 2009
  • we know that Zeng Cheng Kai Fang Fa is the generalization of the method of square roots and cube roots of ancient through the investigation of China mathematics. In this paper, we have research on traditional solutions equations of China mathematics and the development solutions of equations used by Chosun mathematicians.

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Tongwen Suanzhi (同文算指) and transmission of bisuan (筆算 written calculation) in China: from an HPM (History and Pedagogy of Mathematics) viewpoint

  • SIU, Man-Keung
    • Journal for History of Mathematics
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    • v.28 no.6
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    • pp.311-320
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    • 2015
  • In 1613 the official-scholar LI Zhi-zao (李之藻) of the Ming Dynasty, in collaboration with the Italian Jesuit Matteo RICCI (利瑪竇), compiled the treatise Tongwen Suanzhi (同文算指). This is the first book which transmitted into China in a systematic and comprehensive way the art of written calculation that had been in common practice in Europe since the sixteenth century. This paper tries to see what pedagogical lessons can be gleaned from the book, in particular on the basic operations in arithmetic and related applications in various types of problems which form the content of modern day mathematics in elementary school education.

Cross-Cultural Study of Relationship between Mathematics Academic Achievements and Motivation, Attitude and Self-Confidence in Mathematics

  • Pang, Kun
    • Research in Mathematical Education
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    • v.11 no.2
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    • pp.153-163
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    • 2007
  • Utilizing the quantitative analysis methodology of questionnaire, the study explores the differences in the factors of achievement motivation, learning mathematics attitude and learning mathematics self-confidence and also the relationship between mathematics academic achievement and these factors in three areas in China. The following conclusions are drawn: 1. The subjects from different development level areas have significant differences in motivation, attitude and self-confidence in mathematics; 2. The subjects from different areas who possess the same ethnic group have significant differences. But the subjects from same area who possess different nationalities have little difference. It can be concluded that that the differences in these factors can be contributed to regional differences, rather than to ethnic differences; 3. The subjects from undeveloped areas have significant gender differences, and the levels of males are higher than those of female.

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A Study on the Relationship between Temperament and Mathematics Academic Achievement

  • Li, Mingzhen;Pang, Kun
    • Research in Mathematical Education
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    • v.11 no.3
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    • pp.197-207
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    • 2007
  • Based on a survey on 1620 students in primary school and secondary school., by adopting Eysenck Personality Questionnaire (EPQ), we got the following findings : 1. There is close relationship between emotionality characteristics of temperament and mathematics academic achievement of the subjects at Grade 5 (Primary 5), Grade 8 (Junior Secondary 2), and Grade 10 (Senior Secondary 2). Also there is close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 5 and Grade 8. While there is not close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 10; 2. There is close relationship between temperament types and mathematics academic achievement of the subjects from the three grades. Superior temperament, which benefit learning mathematics, are sanguine, sanguine-phlegmatic and phlegmatic; While inferior temperament types, which don't benefit learning mathematics, are choleric, melancholic and choleric-melancholic. With the rising of grade, temperament types of benefiting learning mathematics converts from external directivity emotion balance to balance of internal-external directivity emotion stability. While temperament of no benefiting learning mathematics converts from internal directivity emotion balance to balance of internal-external directivity emotion instability; 3. In mathematics education, students' temperament difference, which affects learning mathematics, should be recognized. Mathematics teachers should find out the best teaching ways, forms and methods which are suitable for student's temperament type, so that the students with different temperament types can gain better mathematics academic achievement.

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Understanding of Teaching Strategies on Quadratic Functions in Chinese Mathematics Classrooms

  • Huang, Xingfeng;Li, Shiqi;An, Shuhua
    • Research in Mathematical Education
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    • v.16 no.3
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    • pp.177-194
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    • 2012
  • What strategies are used to help students understand quadratic functions in mathematics classroom? In specific, how does Chinese teacher highlight a connection between algebraic representation and graphic representation? From October to November 2009, an experienced teacher classroom was observed. It was found that when students started learning a new type of quadratic function in lessons, the teacher used two different teaching strategies for their learning: (1) Eliciting students to plot the graphs of quadratic functions with pointwise approaches, and then construct the function image in their minds with global approaches; and (2) Presenting a specific mathematical problem, or introducing conception to elicit students to conjecture, and then encouraging them to verify it with appoint approaches.

How do one expert mathematics teacher in China implement deep teaching in problem-solving and problem-posing classroom: A case study

  • Yanhui Xu
    • Research in Mathematical Education
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    • v.27 no.1
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    • pp.1-24
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    • 2024
  • In this paper, the author analyzed characteristics of deep mathematics learning in problem solving and problem-posing classroom teaching. Based on a simple wrong plane geometry problem, the author describes the classroom experience how one expert Chinese mathematics teacher guides students to modify geometry problems from solution to investigation, and guides the students to learn how to pose mathematics problems in inquiry-based deep learning classroom. This also demonstrates how expert mathematics teacher can effectively guide students to teach deep learning in regular classroom.